1. Partnering for Successful Outcomes
Instructional Plan
Sandra Wynn
Partnering for Successful Outcomes
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2. Course Content Effective Communication Collaborative Learning
Human Relations Skills
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3. These Two go Hand in Hand
Communication
Human Relations
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4. Target Audience A Captive Audience
Diverse group, with variations in race and culture
Age Ranges:
Certified Educators
Bachelor’s degree or higher
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5. Delivery Modality Face-to-Face / Role Playing Overhead Projectors
PowerPoint Presentations
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6. Goals STRONGER INTERRELATIONSHIPS BETWEEN FACULTY AND STAFF
OPEN LINES OF COMMUNICATION
IMPROVED HUMAN RELATIONS SKILLS
STRONGER INTERRELATIONSHIPS BETWEEN FACULTY AND STAFF

7. Objectives

8. Objectives DLHS faculty and staff will communicate effectively
DLHS faculty and staff will openly display newly acquired human relations skills

9. MOTIVATION IS THE KEY TO SUCCESS
Unlock the Doors to Success
MOTIVATION IS THE KEY TO SUCCESS
“Motivation is an Essential part of learning.”
(Wlodkowski & Ginsberg, 2010, p. 15).
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10. Instructional and Technological Levels
Minimal Lecturing
Motivational Speaker
Role Playing
PowerPoint Presentations
Laptops
Computer Projectors
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11. Start Dates Global Mindset and Interpersonal Skills March 7-25, 2016
Coaching, training delivery, and performance enhancement
March 28-April 8, 2016
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12. Course Facilitators Motivational Speaker Iyanla Vanzant Co-Facilitator
To assist with setting up technological equipment and assist the instructors etc.
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13. Resources & Materials Conference Room with desk and tables
Internet access
Laptop computers
Overhead projectors
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14. Communicating the Plan
Flyers
Media
Newspapers
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15. Building Interest & Commitment
According to the text, “Intrinsic motivation occurs, when people act or respond for the satisfaction inherent in the behavior itself [sic]” (Wlodkowski & Ginsberg, 2010, p. 17).
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16. Building Interest & Commitment
Engage, Empower, and Excite
The Challenges
Identify each individual’s motivational triggers
Reveal how course content leads to achievement of goals
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17. Selection of Participants
Participants selected by D’Arbonne Lake High School
Future courses to be marketed targeting corporate businesses, schools, and marketing agencies

18. Formative Assessments
Conduct one-to-one interviews
Interview groups
Observe if newly learned course strategies are being used
The Dick, Carey, and Carey Approach (Brown & Green, 2011, p. 176).
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19. Summative Evaluation
To determine how participants perceive the quality of training
To determine its practicality as it relates to future job placements and career opportunities
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20. Determining Course Success
The following questions are indicators of the course’s success in meeting the client’s objectives
Did the course achieve improvements in communication?
Did the course result in improved interrelationships?
Several reviews throughout the course designing stages provide the instructional designers with the information needed to determine whether or not the course is on task for meeting the client’s objectives.

21. Evaluation Instruments
SUCCESS
EFFICIENCY
EFFECTIVENESS
COSTS
The success of a course is rated based on its effectiveness, efficiency, and costs. Therefore, the instructional designer should consider the learners’ attitudes and feelings about the course to measure its value (“Tools and methods of program evaluation ,” 2015).  . Data will be collected using interviews, surveys, and observation.

22. Using Evaluations for Future Decisions
The Inclusion of Group Processing
Enhances Formative and Summative evaluations
Utilizes the expertise of others
Contributes to quality and effectiveness
Brown and Green (2011) mentioned the importance of valuing the learners' attitudes toward the course content and its delivery. They stated, ---“attitudes toward content and potential delivery system and attitudes toward the training organization—are important reminders to take into consideration [sic]” (p. 79). . With this in view, my recommendations for future courses involve using motivational strategies and emphasizing the course’s benefits. These methods help to convince the participants of the course’s value relating to the goals and future career options. Depending on cost factors, future classes will add Group Processing evaluations., utilizing the services of others with expertise in varying areas.

23. References
Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice (2nd ed.). Boston, MA: Allyn and Bacon.
Kirkpatrick, D. (1996). Great Ideas Revisited. Techniques for Evaluating Training Programs. Revisiting Kirkpatrick's Four-Level Model. Training And Development, 50(1), Retrieved from the EBSCOhost database.
Tools and methods of program evaluation. (2015, September). Extension. Retrieved from 
Wlodkowski, R., & Ginsberg, M. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. San Francisco, CA: Jossey-Bass.